Deck 4: Deciding What to Teach: Curriculum Development

Question 1

How do IEPs require a curriculum to be presented?

A) As domains with corresponding specified environments
B) As a teaching activity description with long-term goals
C) Listed as goals with accompanying objectives
D) In a format that illustrates vertical and horizontal coordination

Answer 1

C

Question 2

When a curriculum is vertically aligned, it ______.

A) begins with delineating short-term placement goals
B) connects to content or skills taught in other areas
C) facilitates mastery of activities and skills that will be taught at a later date
D) teaches a student to communicate with sign language

Answer 2

C

Question 3

What are the four hierarchical stages that each objective of a curriculum is taught to mastery?

A) Acquisition, fluency, maintenance, and generalization
B) Fluency, specificity, reception, and communication
C) Acquisition, fluency, specificity, and communication
D) Reception, scaffolding, maintenance, and generalization

Answer 3

A

Question 4

______ are considered functional domains of a curriculum.

A) Self-help skills, self-determination, and communication
B) Physical education, family and consumer sciences, and health
C) Distributive education, building trades, and cosmetology
D) Spelling, reading, and computer literacy

Question 5

The specific intent of instruction is communicated through ______, while ______ communicate annual program intent.

A) goal statements; behavioral objectives
B) behavioral objectives; goal statements
C) short-term goals; long-term goals
D) long-term goals; intermediate goals

Question 6

What is the first step of curriculum development?

A) Targeting where students should be functioning in the future
B) Assessing students' mastery of previously set short-term goals
C) Developing an IEP
D) Obtaining social validity and prioritizing targets for the year

Question 7

What is the lowest level of response competency?

A) Acquisition
B) Fluency
C) Maintenance
D) Generalization

Question 8

When establishing placement goals, what should be discussed first?

A) Short-term goals
B) Intermediate goals
C) Long-term goals
D) Goals across the curriculum

Question 9

What is the guide for all other instructional decisions?

A) task matrix
B) available funding
C) domain coordinates
D) goals and objectives

Question 10

______ refers to the concept of the acceptability of a program to its consumer.

A) Curriculum-based assessment
B) Social construct
C) Self-satisfaction
D) Social validity

Question 11

Why is it often challenging for students with autism to generalize skills?

A) Because target skills are often taught in the home or community
B) Because as one behavior is mastered, other related behaviors might emerge
C) Because skills need to be broken into subcontent so that learning steps are more accessible
D) Because they have a tendency to overselect contextual clues

Question 12

As mandated by IDEA 2004, which document does NOT need to be developed to prescribe and record appropriate educational services for a student who receives special education services?

A) Behavior intervention plan
B) Individual transition plan
C) Postschool training plan
D) Individualized education program

Question 13

The rate of performance of a behavior is referred to as ______.

A) acquisition
B) fluency
C) maintenance
D) generalization

Question 14

Why have vocational curricula been greatly reduced in our high schools?

A) Because of the emphasis NCLB and ESSA have placed on standard academic mastery
B) Because state governments across the country no longer think it is important to learn
C) Because of the recognition that most students with autism will not be able to attain vocational placements
D) Because preparation in the fine arts and academic subjects will better enable students to live independent lives

Question 15

What is the purpose of a transition plan for secondary students who receive special education services?

A) To allow for minimal disruption in students' routines following graduation from high school
B) To ensure family input is considered as students decide what vocational settings are best suited to their strengths and weaknesses
C) To help plan their move from high school to employment, living, and educational activities following school
D) To allow students to experience a wide variety of postschool environments before they leave high school

Question 16

What is a potential risk of combining functional life skills curriculum and standard academic curriculum?

A) Less access to special education teachers
B) Insufficient time to master either academic or functional goals
C) May not be able to make same-age friends
D) Relegation to lifelong dependency and supervision

Question 17

If a curriculum results in a student being able to independently perform essential tasks, it is considered to be ______.

A) age appropriate
B) functional
C) aligned over time
D) community referenced

Question 18

______ is the skills, strategies, concepts, and content you teach.

A) Curricular inventory
B) Direct instruction
C) Curriculum
D) Task analysis

Question 19

______ mandates that ______ be developed by a team consisting of various educational experts, the students' parents, and the student herself when appropriate.

A) ESSA; transition plans
B) IDEA 2004; IEPs
C) NCLB; IEPs
D) Federal Code; transition plans

Question 20

The goal of including community referencing in a curriculum is to ______.

A) teach students to function in general education classrooms
B) enable students to generalize what they are learning in the classroom
C) facilitate mastery of activities and skills that will be taught at a later date
D) ensure alignment of the curriculum with entrance into community college

Question 21

Discuss considerations when deciding how to prioritize a curriculum's activities and skills.

Question 22

What guidelines do Wehman and Kregel recommend for developing a task analysis?

Question 23

Why is developing the most effective curriculum possible especially important for students with autism?

Question 24

What are some potential risks and benefits of each of the following curriculum choices:
(a) exclusively teaching standard academic curriculum;
(b) combining functional life skills curriculum and standard academic curriculum;
(c) exclusively teaching a functional life and vocational skills curriculum;
(d) teaching neither academic nor functional life skills curriculum?

Question 25

A student who is able to perform a learned behavior even if things such as instructional cues, materials, people, time of day, and settings change is said to have achieved stimulus generalization.

Question 26

Name at least five important considerations when planning a curriculum.

Question 27

Outline the steps of an ecological inventory.

Question 28

Transition curriculum and transition plans for secondary students receiving special education services are mandated by ESSA.

Question 29

For each of the following categories, list at lease three postschool options for students with autism: educational, employment, living options.

Question 30

There will be more than one curricular document in most classrooms.